摘要
Abstract
Chapter One Introduction
Chapter Two Errors
2.1 Definition of ell''ors
2.2 Attitude towards errors
2.3 Evaluation of errors
2.4 Types of errors
2.5 Judgment of error gravity
2.6 Causes of errors
2.6.1 Errors of competence
2.6.1.1 Interference of Ll
2.6.1.2 Intralingual transfer
2.6.1.3 Misconception—inducing teaching
2.6.1.4 Use of communication strategies
2.6.2 Errors of performance
2.6.2.1 Cognitive restrictions
2.6.2.2 Psychological restrictions
Chapter Three Provision of negative feedback
3.1 Negative feedback
3.2 Necessity and effect of negative~edback
3.3 Factors taken into consideration in providing negative
feedback
3.3.1 Purpose of the activity
3.3.2 Degree of deviation
3.3.3 Clarity of meaning
3.3.4 Frequency of occurrence
3.3.5 Learners,language proficiency
3.3.6 Affective factors
3.3.7 Personality of learners
3.3.8 0ther factors
3.4 Empirical studies on provision of negative~edback
3.4.I How often errors were treated
3.4.2 What types of errors were treated
3.4.3 How errors were treated
3.4.4 When errors were treated
3.4.5 Who corrected errors
Chapter Four Negative feedback in EFL classrooms
4.1 Purpose of the research
4.2 Methodology
4.2.1 Subjects
4.2.2 Instruments
4.2.2.1 Questionnaires
4.2.2.2 Interviews
4.2.3 Data collection
4.2.4 Data analysis
4.2.4.1 Teachers’and students’response to the
questionnaires
4.2.4.2 Transcription of the interview
4.3 Resuhs and discussion
4.3.1HOW nftP门户,Tnrq WPrP tr户JCIted
4.3.1.1 Teachers,opinion and corrective behavior
4.3.1.2 Students,needs and preferences
4.3.1.3 Discussion
4.3.2 What types of errors were treated
4.3.2.1 Teacher''s opinion and corrective behavior
4.3.2.2 Students.needs and preferences
4.3.2.3 Discussion
4.3.3 How errors were treated
4.3.3.1 Teachers,opinions and corrective behavim
4.3.3.2 Students’needs and preferences
4.3.3.3 Discussion
Chapter Five Conclusion
5.1 Major findings
5.2 Pedagogical implications
5.3 Limitations of the study
References
Appendix Ⅰ
Appendix Ⅴ
Appendix Ⅲ
Appendix Ⅳ